ScholarWorks@중앙대학교

초록

This study aimed to develop a metacognitive scale for athletes based on the conceptual framework of athlete metacognition proposed by An and Heo (2018). To reflect athletes’ learning characteristics, six subfactors—declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, and evaluation—were specified independently, and three latent variables—technical, psychological, and physical— were incorporated. Initially, 180 items (30 per sub factor) were generated and administered to 429 athletes. Exploratory factor analysis (EFA) using SPSS 25.0 on 215 valid responses reduced the pool to 16 items for declarative knowledge, 18 for procedural knowledge, 17 for conditional knowledge, 23 for planning, 20 for monitoring, and 20 for evaluation. Confirmatory factor analysis (CFA) using AMOS 25.0 on the remaining 214 responses yielded a final structure of 14 items for declarative knowledge, 10 for procedural knowledge, 10 for conditional knowledge, 10 for planning, 13 for monitoring, and 12 for evaluation. Tests of convergent and discriminant validity indicated that all items exceeded the established criteria, confirming the scale’s validity. Although the scale does not address metacognition as a unidimensional construct, it was designed to mirror athletes’ actual learning processes and performance characteristics, enabling a detailed diagnosis of metacognitive strengths and weaknesses across technical, psychological, and physical domains. Practical applications for strategic planning in athletic training are discussed, and future research is encouraged to examine unidimensional structural models and correlations with related variables.

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